Project Idea:
Students will create their plan for fulfilling their role in the world by creating a timeline of how they will arrive at their purpose in life.
Driving Question:
-How can we achieve our purpose in life?
Audience:
-Students will conference with adults on career day to find out how they came to their current career position. The adults who came to speak to the kids for career day will be invited to come back and serve as the audience for the students’ presentations of their career path plans.
Content/Curriculum:
Major Student Product:
-Students will create an interactive timeline to present their plans for arriving at their career paths. Timelines can include written entries, video entries, entries in the voki format, etc. Each entry will reflect the steps of the path toward the career and will include reasons for taking the step to arrive at their career goal.
Resources: -The Invention of Hugo Cabret: A Novel in Pictures and Words by Brian Selznick
-pamphlets-college websites/pamphlets
-military websites
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-Prezi, ppt, animoto, etc .(student-selected vehicle for timeline), voki, Google Earth
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Prior Reading:
-
Entry Event:
I’ll share a short clip from the movie Hugo in which Hugo Cabret is discussing with his friend that he sees the world like a machine and that all machines are made with the exact right number of parts. He explains that he thinks that he must be a part of the machine and is important and serves a purpose. I’ll ask the kids to think about their purpose in life and will tell them about our career day and project.
Fieldtrip to Support Project:
-Career Day will serve as a field trip as students will rotate around to stations to conference with people holding different careers.
-Students will use Google Earth to take an interactive field trip to Paris, France.
Assessment: -Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations. -Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child’s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student’s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students’ pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will watch Hugo.
Project Calendar:
Entry Event/Project begins on December 3rd, 2012. Advance calendar to December of 2012 to view calendar of project events.
I have a purpose!
Project Idea:
Students will create their plan for fulfilling their role in the world by creating a timeline of how they will arrive at their purpose in life.
Driving Question:
-How can we achieve our purpose in life?
Audience:
-Students will conference with adults on career day to find out how they came to their current career position. The adults who came to speak to the kids for career day will be invited to come back and serve as the audience for the students’ presentations of their career path plans.
Content/Curriculum:
Major Student Product:
-Students will create an interactive timeline to present their plans for arriving at their career paths. Timelines can include written entries, video entries, entries in the voki format, etc. Each entry will reflect the steps of the path toward the career and will include reasons for taking the step to arrive at their career goal.
Resources:
-The Invention of Hugo Cabret: A Novel in Pictures and Words by Brian Selznick
-pamphlets-college websites/pamphlets
-military websites
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-Prezi, ppt, animoto, etc .(student-selected vehicle for timeline), voki, Google Earth
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Prior Reading:
-
Entry Event:
I’ll share a short clip from the movie Hugo in which Hugo Cabret is discussing with his friend that he sees the world like a machine and that all machines are made with the exact right number of parts. He explains that he thinks that he must be a part of the machine and is important and serves a purpose. I’ll ask the kids to think about their purpose in life and will tell them about our career day and project.
Fieldtrip to Support Project:
-Career Day will serve as a field trip as students will rotate around to stations to conference with people holding different careers.
-Students will use Google Earth to take an interactive field trip to Paris, France.
Assessment:
-Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child’s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student’s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students’ pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will watch Hugo.
Project Calendar:
Entry Event/Project begins on December 3rd, 2012. Advance calendar to December of 2012 to view calendar of project events.